Posts Tagged exposure
I’m working on a paper that focuses on language dominance, proficiency and exposure. I’ve written about these definitions before. Here, I want to think about how it is we capture this information.
There are a number of really nice surveys and questionnaires that have been developed that help to document this information. These include L1 and L2 age of acquisition; educational history in each language, rating of proficiency in each language. Sometimes this is broken out into speaking, listening, reading and writing. Some questionnaires ask about what language is more proficient, and may ask for what purpose(s) each language is used. This information is designed to get at the question of how language is used and how proficient an individual might be across situations. Read the rest of this entry »
We do know (or I hope we know) that exposure to two languages is not bad for us and it could even be good for us. For kids who are in the process of learning two languages, the challenges that bilingualism poses can be desirable. Yes, learning two languages can be hard, but that’s when we develop those brain muscles (figuratively speaking). What happens as children start school and experience changes in the language they hear? What happens as the demands become greater? Read the rest of this entry »
I’ve been meaning to post on a new(ish) paper we recently published in JSLHR on semantic deficits in bilingual children with language impairment. I will write about that, but what’s been on my mind is the issue of understanding children’s performance relative to their language experiences. In making diagnostic decisions about bilingual children who may have language impairment, we need to filter or interpret language performance through what it is we know about their age and experiences. For monolinguals age alone is usually a good index for linguistic experience. We expect that at certain ages, children will have had similar linguistic experiences. Thus, we can make predictions about what kinds of words, relationships among words, and number of words children should know by certain ages. For bilinguals, it’s not nearly as straightforward. Read the rest of this entry »